Descriptions of Each School Division
The Lower School
Bullis students in the Lower School (grades three, four and five) explore the world around them in a nurturing, supportive environment. Teachers in the Lower School don't think of the day as having “periods.” Rather, they teach subjects in long blocks of time that are appropriate to the subject matter. The innovative curriculum in the Lower School is integrated across subject areas, incorporating skills in several disciplines. Lower School teachers love working with young children and share their students’ curiosity. They use creative hands-on projects, technology and field trips to impart knowledge and to make the classroom enjoyable.
The Middle School
Students in the Bullis Middle School (grades six, seven and eight) continue to hone their critical-thinking and problem-solving skills. Tenacious about their students’ education and aware of different learning styles, Middle School teachers fashion their lessons such that all students are engaged. The commitment to “balance” continues here so that students understand their academic responsibilities but have time to enjoy life. Regular assemblies, where literature is read and achievements are honored, bring the community together, thus fostering a sense of belonging, important for children in this unique age group. Students are motivated to do their best, work toward goals and explore new things. An athlete is inspired to work on the Middle School newspaper; a student who enjoys acting is encouraged to try a new sport; a student who is good in math is shown its relationship to music.
The Upper School
A wide variety of electives and extracurricular activities awaits students in the Upper School (grades nine through twelve). Classes continue in the core academic subjects (English, foreign language, mathematics, science, social studies) and schedules can be tailored to include honors and Advanced Placement classes and independent study. Students have opportunities for self-determination, thus they are actively engaged in their education.
Upper School teachers are exhilarated by the prospect of helping to shape their students’ futures. These charismatic individuals continue to coordinate the learning of skills across subject areas, while navigating students through lessons using technology and directive, interactive and project-oriented teaching.
In the Upper School, a three-person college counseling office guides juniors and seniors in the search for their next academic opportunity. The office provides practical advice that supports students and their families with the college admission process while following a philosophy that puts students at the center of an exploration, not just for a college, but also for a deeper understanding of themselves. Thus, the investigation of colleges is a rewarding process culminating in acceptance at a school that is a good fit for the student.
